Using Il Ps Effectively In Esol Sessions 220609
•Download as PPT, PDF•
1 like•1,063 views
1) The document discusses managing personalised learning in ESOL (English for Speakers of Other Languages) sessions by exploring individual learning plans (ILPs) and how to incorporate personalized learning into group teaching. 2) An Ofsted report showed that teaching at one school improved from inadequate to good as lessons began to better address individual student needs through improved ILPs and progress monitoring. 3) The rest of the session would involve writing new ILP templates in small groups, planning lessons to incorporate personalised learning and goals from ILPs.
Report
Share
Report
Share
![Aims ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Esol class presentation
This document provides guidance for differentiating instruction and assessment for English language learners (ELLs) at different proficiency levels. It recommends using visual aids, simplified language, and hands-on activities to assess beginning ELLs. For more advanced ELLs, suggestions include allowing students to role play, use graphic organizers, or answer essay questions orally. The document also offers ideas for classroom teachers, such as building vocabulary banks, using visual teaching methods, and giving ELLs additional support activities to reinforce lessons.
Esol capstone project lesson plan templateoverview lesson tit
This document provides a template for an ESOL capstone project lesson plan. The template includes sections for planning desired results such as content and language objectives, essential questions, and prior knowledge needed. It also includes sections for evidence of learning, a 3 day learning plan with opportunities for language practice, vocabulary building, and student interaction. The template requires inclusion of reflections on how the lesson addressed different learning styles and standards of effective pedagogy for ELL students. It also requires an assessment, results, and reflections on teacher and student responses to the lesson.
Strategies and Activities for English Language Learners
5 strategies and 5 activities for teaching English Language Learners at the 5th grade level (can be modified for other grade levels as well).
Presentacin tefl to do14
The document discusses best practices for assigning homework to English language learners. It suggests that homework should include visual examples, opportunities for discussion, native language support, and peer support. Homework should also provide practice, review material already learned in class, and have clear instructions and feedback. Teachers should consider students' English proficiency levels and design homework accordingly to best help students learn.
TKT Young Learners Session 2
The document summarizes a TKT YL session on learning strategies for language learners. It discusses how children learn differently than adults and activities teachers use to adjust. Participants are asked to match teacher comments with activity descriptions and strategies with examples. The session also involves bringing a useful material/activity used in courses to share and explaining the rationale for its use.
Power point presentation module 6
This document provides strategies and recommendations for teachers to address the needs of students with disabilities or learning difficulties. It suggests focusing on students' strengths rather than weaknesses, developing problem-solving and self-advocacy skills, using clear instructions, incorporating assistive technologies, and implementing accommodations like additional time on tests or alternative testing locations. Recommended practices include reinforcing positive behaviors, limiting distractions, pre-teaching material, and using visual aids, gestures, or sign language to help auditory learners comprehend concepts. The goal is to reduce student frustration through organized routines, progress checks, and multi-sensory instruction tailored to different learning styles.
Planning a Lesson in Grammar
The document provides guidance on planning an effective grammar lesson. It discusses setting goals for linguistic content, communication tasks, and learning strategies. A lesson plan should include five parts: preparation, presentation/modeling, practice, evaluation, and expansion. The preparation phase introduces the lesson goals. Presentation provides language input from the instructor. Practice focuses on accuracy. During practice, students work on communication tasks. Evaluation recaps the lesson and monitors comprehension. Expansion applies the lesson outside of class. The document stresses using authentic materials related to realistic communication activities.
Remedial teaching in English ppt
in our teaching learning process, the remedial teaching plays an very important role in english teaching process.
Recommended
Esol class presentation
This document provides guidance for differentiating instruction and assessment for English language learners (ELLs) at different proficiency levels. It recommends using visual aids, simplified language, and hands-on activities to assess beginning ELLs. For more advanced ELLs, suggestions include allowing students to role play, use graphic organizers, or answer essay questions orally. The document also offers ideas for classroom teachers, such as building vocabulary banks, using visual teaching methods, and giving ELLs additional support activities to reinforce lessons.
Esol capstone project lesson plan templateoverview lesson tit
This document provides a template for an ESOL capstone project lesson plan. The template includes sections for planning desired results such as content and language objectives, essential questions, and prior knowledge needed. It also includes sections for evidence of learning, a 3 day learning plan with opportunities for language practice, vocabulary building, and student interaction. The template requires inclusion of reflections on how the lesson addressed different learning styles and standards of effective pedagogy for ELL students. It also requires an assessment, results, and reflections on teacher and student responses to the lesson.
Strategies and Activities for English Language Learners
5 strategies and 5 activities for teaching English Language Learners at the 5th grade level (can be modified for other grade levels as well).
Presentacin tefl to do14
The document discusses best practices for assigning homework to English language learners. It suggests that homework should include visual examples, opportunities for discussion, native language support, and peer support. Homework should also provide practice, review material already learned in class, and have clear instructions and feedback. Teachers should consider students' English proficiency levels and design homework accordingly to best help students learn.
TKT Young Learners Session 2
The document summarizes a TKT YL session on learning strategies for language learners. It discusses how children learn differently than adults and activities teachers use to adjust. Participants are asked to match teacher comments with activity descriptions and strategies with examples. The session also involves bringing a useful material/activity used in courses to share and explaining the rationale for its use.
Power point presentation module 6
This document provides strategies and recommendations for teachers to address the needs of students with disabilities or learning difficulties. It suggests focusing on students' strengths rather than weaknesses, developing problem-solving and self-advocacy skills, using clear instructions, incorporating assistive technologies, and implementing accommodations like additional time on tests or alternative testing locations. Recommended practices include reinforcing positive behaviors, limiting distractions, pre-teaching material, and using visual aids, gestures, or sign language to help auditory learners comprehend concepts. The goal is to reduce student frustration through organized routines, progress checks, and multi-sensory instruction tailored to different learning styles.
Planning a Lesson in Grammar
The document provides guidance on planning an effective grammar lesson. It discusses setting goals for linguistic content, communication tasks, and learning strategies. A lesson plan should include five parts: preparation, presentation/modeling, practice, evaluation, and expansion. The preparation phase introduces the lesson goals. Presentation provides language input from the instructor. Practice focuses on accuracy. During practice, students work on communication tasks. Evaluation recaps the lesson and monitors comprehension. Expansion applies the lesson outside of class. The document stresses using authentic materials related to realistic communication activities.
Remedial teaching in English ppt
in our teaching learning process, the remedial teaching plays an very important role in english teaching process.
Dyslexic language learners: are we truly catering for their needs?
The document discusses how current English language teaching trends help or hinder the language development of dyslexic learners. It begins by debunking common myths about learning disabilities. It then defines dyslexia from biological, cognitive, behavioral, and environmental perspectives according to research. The document identifies main areas of difficulty dyslexic students experience in English language learning and proposes an integrated approach with inclusive classroom management, material design, lesson planning, and assessment. It emphasizes that pedagogical inclusion benefits all students.
Differentiation jp ap t4 t's aut 2011
The document discusses strategies for differentiating instruction to meet the needs of all learners. It identifies factors that affect differentiation, such as educational background and learning styles. It then provides examples of how teachers can differentiate lessons by task, resources, outcomes, extension, and grouping. Specific reading, writing, speaking and listening differentiation strategies are outlined. The document concludes with tips on using visual aids, oral questioning, and interactive learning techniques to further support differentiation.
Ofsted literacy questions
This document outlines literacy questions from Ofsted to evaluate how teachers support students with weaknesses in basic literacy skills across all subjects. The questions address whether teachers clearly define key terms, explore vocabulary, reinforce important reading skills, make expectations clear for writing tasks, emphasize accuracy, identify when standard English is required, and support literacy through marking work and lessons.
Old challenges, New solutions: how to reach all of your sts and make them shine
Old challenges, New solutions: how to reach all of your sts and make them shineSilvia Rovegno Malharin
This document provides an agenda for a presentation on challenges in education and potential solutions. It discusses two main challenges: changing student profiles, including students with disabilities or lack of motivation, and the need for pedagogical innovation with technology integration. Potential solutions addressed include clarifying concepts like disruptive behavior and learning disabilities. It also emphasizes the importance of classroom organization and management, specifically regarding space and time. Suggestions are provided for engaging unmotivated students and including technology in lessons.Teacher Training: Lesson Planning Presentation Jan09
If you have questions about the presentation or would like to receive more supplementary materials, please contact the Program Assistant, Katie kbeckman@lcnv.org. This presentation is used within the teacher training instruction. To register for the next LCNV teacher training or to refer a friend, contact the Director of Volunteers Belle at volunteers@lcnv.org
WORKSHOP: LESSON PLAN DESIGN
This document provides guidance on creating lesson plans for content-based instruction (CBI) classrooms. It outlines the key components of a lesson plan, including objectives, a warm-up activity, pre-lesson activity, presentation of new material, and production activity to reinforce learning. Teachers are instructed to identify essential vocabulary and provide repeated exposure through various multimodal activities. Reflection on lesson objectives and student learning is also emphasized.
Blueprint 1-7
Blueprint is a new seven-book series developed for and targeting adult English learners of all ability levels. From introducing basic greetings and social situations to dealing with select academic or vocational topics, the Blueprint series will provide the mature learner with relevant practical skills. Grammar, vocabulary, speaking patterns, and listening activities will allow practice essential for the development and mastering of real world usage.
Inclusion: Methods and strategies
What incluisive education looks like in the language classroom. Presentation for Richmond Annual Conference, 12 May 2018
Tbl lina
This document discusses using a task-based learning (TBL) approach for teaching children and considers whether it is possible. It defines TBL as an approach where students perform tasks using the target language. The document outlines the key steps and advantages of TBL, but notes some potential challenges for young learners, including short attention spans and less developed teamwork skills. However, it argues that TBL is possible for children if teachers carefully select age-appropriate tasks, keep activity periods short, and relate tasks to students' real lives. It provides an example TBL task about preparing a recipe.
Siop feature 23 26 powerpoint (2)
This document discusses key features of lesson delivery according to the Sheltered Instruction Observation Protocol (SIOP) model. It emphasizes that effective lesson delivery requires clearly stating and supporting content and language objectives, engaging students for at least 90% of the lesson, and pacing the lesson appropriately for students' ability levels. Comprehension checks should also be used to gauge understanding of content and language.
Ppp methods
The PPP technique is a common method for teaching English as a foreign language. It involves three stages: presentation, practice, and production. In the presentation stage, the teacher introduces new vocabulary and concepts. Comprehension checks are used to ensure student understanding. In the practice stage, students engage in controlled activities to reinforce learning. The production stage allows students to use their new knowledge communicatively through activities like role-plays and discussions. Games and other interactive methods are employed throughout to make practice enjoyable for students.
The Free 120 Hour TEFL Course
Teaching English Abroad is Fun, and you Get Paid to Travel The World!
In this free book The TEFL University provides a full 120 hour, Internationally recognised TEFL course (Teaching English As A Foreign Language). It covers all aspects of teaching EFL (English As A Foreign Language), in any environment.
Students are able to download the course FREE and can take their own time to study all of its modules. They can then take our 'online' TEFL Certification exam if they wish.
People can also download and study this course as a simple way to understanding what it is like and what is required of a TEFL trained teacher in the world today.
This course also includes following modules:
Grammar Awareness
Teaching English to Young Learners
Teaching Business English
Teaching with Limited Resources
Teaching Large Classes
We are sure that everyone downloading this free book will find it both useful and informational.
Tbl martha
1) The document discusses designing tasks for developing language skills in the classroom. It defines tasks and outlines important features of tasks according to researchers.
2) Task-based learning is described as an approach that views tasks students do as central to learning. Five characteristics of task-based learning are listed.
3) The document distinguishes between target tasks that students need for real-world use and pedagogical tasks used in class. It provides examples of both and their relationship.
Effective lesson planning and design(2) 11 9-15
This document discusses effective lesson planning using backward design. It begins by outlining the key parts of effective lesson design and why objectives are important. It then compares the backward design model, which starts with defining learning objectives and assessments, to the traditional model which focuses on activities before objectives. Finally, it provides an example of applying backward design to a lesson on World War II, identifying desired results and assessments before planning learning experiences.
Exit Checklist
The document provides an exit checklist for classroom teachers with suggestions to implement for students with attentional issues, low self-esteem, or who need general classroom modifications. It includes modifying seating arrangements, providing breaks, and using positive reinforcement to help students with attentional issues. For self-esteem, it recommends focusing on students' strengths and setting learning goals. Suggestions also involve pairing students, simplifying vocabulary, and using alternate materials to aid general classroom modifications.
5 part lesson structure
This document outlines a 5 part lesson structure to develop coherent planning across a school:
1) A starter sets the scene for the lesson in 5 minutes or less.
2) Modelling shows students skills in 10 minutes through questioning.
3) Group work has students practice skills in 15 minutes with teacher support.
4) Independent learning has 20 minutes of individual practice.
5) Review and reflection spends 10-15 minutes linking back to objectives and assessing learning.
The english teacher evaluation guide
The document summarizes the key features and capabilities of an online educational platform called The English Teacher. It allows for the creation of learning objects that can be tracked and grouped into lessons. Students can study lessons and have their progress monitored. The platform also implements spaced repetition to reinforce learning objects over time and improve long-term retention. Teachers are provided data and insights into students' performance to address individual difficulties.
Four point focus reminder
This document outlines a four-point focus for effective classroom management and instruction. It emphasizes that teachers should have clear expectations for students, provide opportunities for student response, and communicate respect. Teachers should also have detailed lesson plans centered around essential questions and be able to explain core concepts simply. When instructing, teachers should model thinking, ask varied levels of questions, give feedback, and use stories to aid memory. Finally, teachers should know learning targets, use formative assessment, involve students in the assessment process, and track each student's progress.
Rti chart
This document outlines three tiers of instructional strategies and activities. Tier 1 involves general classroom strategies for all students, such as direct instruction, hands-on learning, grouping, and feedback. Tier 2 includes more individualized small group interventions like breaking information into smaller steps and providing opportunities for practice. Tier 3 represents highly individualized instruction, often one-on-one, that explicitly teaches learning styles and provides systematic instruction and feedback for students.
How can I improve the class interaction with my students in English? Jc's act...
This document outlines a plan to improve student interaction in an English class of 6th graders aged 11-12. The teacher hypothesizes that students do not ask questions or speak in English due to feeling shy about mistakes. The plan involves administering pre- and post-questionnaires; teaching classroom expressions to increase interaction; and providing opportunities for practice, role playing, and creating a video to apply the new vocabulary. The goal is to develop students' confidence and ability to speak English through meaningful, comprehensible input and plenty of practice.
Lesson planning and elt
This document discusses lesson planning and provides guidance on developing effective lessons. It outlines the advantages of having a good lesson plan, including inspiring teacher improvement, helping with evaluation, and developing confidence. It then describes the key components of a lesson plan, such as objectives, anticipatory sets, direct instruction, guided and independent practice, materials, assessment, and reflection. The document also discusses principles for designing lessons focused on specific skills, like reading, speaking, vocabulary, grammar, and listening. These include introducing new vocabulary in context, providing opportunities for student speaking practice, and incorporating strategy training. Finally, it addresses learning styles and motivation.
Approaches to Course Design
This document discusses different approaches to course design for English for Specific Purposes (ESP) courses. It describes a language-centered approach, which focuses on analyzing the target language needs but does not fully consider the learner. It then outlines a skills-centered approach that aims to identify the underlying competencies needed rather than just the surface language. Finally, it proposes a learner-centered approach, which sees learning as a negotiation between the learner, society, and environment and involves the learner in all stages of the design process.
More Related Content
What's hot
Dyslexic language learners: are we truly catering for their needs?
The document discusses how current English language teaching trends help or hinder the language development of dyslexic learners. It begins by debunking common myths about learning disabilities. It then defines dyslexia from biological, cognitive, behavioral, and environmental perspectives according to research. The document identifies main areas of difficulty dyslexic students experience in English language learning and proposes an integrated approach with inclusive classroom management, material design, lesson planning, and assessment. It emphasizes that pedagogical inclusion benefits all students.
Differentiation jp ap t4 t's aut 2011
The document discusses strategies for differentiating instruction to meet the needs of all learners. It identifies factors that affect differentiation, such as educational background and learning styles. It then provides examples of how teachers can differentiate lessons by task, resources, outcomes, extension, and grouping. Specific reading, writing, speaking and listening differentiation strategies are outlined. The document concludes with tips on using visual aids, oral questioning, and interactive learning techniques to further support differentiation.
Ofsted literacy questions
This document outlines literacy questions from Ofsted to evaluate how teachers support students with weaknesses in basic literacy skills across all subjects. The questions address whether teachers clearly define key terms, explore vocabulary, reinforce important reading skills, make expectations clear for writing tasks, emphasize accuracy, identify when standard English is required, and support literacy through marking work and lessons.
Old challenges, New solutions: how to reach all of your sts and make them shine
Old challenges, New solutions: how to reach all of your sts and make them shineSilvia Rovegno Malharin
This document provides an agenda for a presentation on challenges in education and potential solutions. It discusses two main challenges: changing student profiles, including students with disabilities or lack of motivation, and the need for pedagogical innovation with technology integration. Potential solutions addressed include clarifying concepts like disruptive behavior and learning disabilities. It also emphasizes the importance of classroom organization and management, specifically regarding space and time. Suggestions are provided for engaging unmotivated students and including technology in lessons.Teacher Training: Lesson Planning Presentation Jan09
If you have questions about the presentation or would like to receive more supplementary materials, please contact the Program Assistant, Katie kbeckman@lcnv.org. This presentation is used within the teacher training instruction. To register for the next LCNV teacher training or to refer a friend, contact the Director of Volunteers Belle at volunteers@lcnv.org
WORKSHOP: LESSON PLAN DESIGN
This document provides guidance on creating lesson plans for content-based instruction (CBI) classrooms. It outlines the key components of a lesson plan, including objectives, a warm-up activity, pre-lesson activity, presentation of new material, and production activity to reinforce learning. Teachers are instructed to identify essential vocabulary and provide repeated exposure through various multimodal activities. Reflection on lesson objectives and student learning is also emphasized.
Blueprint 1-7
Blueprint is a new seven-book series developed for and targeting adult English learners of all ability levels. From introducing basic greetings and social situations to dealing with select academic or vocational topics, the Blueprint series will provide the mature learner with relevant practical skills. Grammar, vocabulary, speaking patterns, and listening activities will allow practice essential for the development and mastering of real world usage.
Inclusion: Methods and strategies
What incluisive education looks like in the language classroom. Presentation for Richmond Annual Conference, 12 May 2018
Tbl lina
This document discusses using a task-based learning (TBL) approach for teaching children and considers whether it is possible. It defines TBL as an approach where students perform tasks using the target language. The document outlines the key steps and advantages of TBL, but notes some potential challenges for young learners, including short attention spans and less developed teamwork skills. However, it argues that TBL is possible for children if teachers carefully select age-appropriate tasks, keep activity periods short, and relate tasks to students' real lives. It provides an example TBL task about preparing a recipe.
Siop feature 23 26 powerpoint (2)
This document discusses key features of lesson delivery according to the Sheltered Instruction Observation Protocol (SIOP) model. It emphasizes that effective lesson delivery requires clearly stating and supporting content and language objectives, engaging students for at least 90% of the lesson, and pacing the lesson appropriately for students' ability levels. Comprehension checks should also be used to gauge understanding of content and language.
Ppp methods
The PPP technique is a common method for teaching English as a foreign language. It involves three stages: presentation, practice, and production. In the presentation stage, the teacher introduces new vocabulary and concepts. Comprehension checks are used to ensure student understanding. In the practice stage, students engage in controlled activities to reinforce learning. The production stage allows students to use their new knowledge communicatively through activities like role-plays and discussions. Games and other interactive methods are employed throughout to make practice enjoyable for students.
The Free 120 Hour TEFL Course
Teaching English Abroad is Fun, and you Get Paid to Travel The World!
In this free book The TEFL University provides a full 120 hour, Internationally recognised TEFL course (Teaching English As A Foreign Language). It covers all aspects of teaching EFL (English As A Foreign Language), in any environment.
Students are able to download the course FREE and can take their own time to study all of its modules. They can then take our 'online' TEFL Certification exam if they wish.
People can also download and study this course as a simple way to understanding what it is like and what is required of a TEFL trained teacher in the world today.
This course also includes following modules:
Grammar Awareness
Teaching English to Young Learners
Teaching Business English
Teaching with Limited Resources
Teaching Large Classes
We are sure that everyone downloading this free book will find it both useful and informational.
Tbl martha
1) The document discusses designing tasks for developing language skills in the classroom. It defines tasks and outlines important features of tasks according to researchers.
2) Task-based learning is described as an approach that views tasks students do as central to learning. Five characteristics of task-based learning are listed.
3) The document distinguishes between target tasks that students need for real-world use and pedagogical tasks used in class. It provides examples of both and their relationship.
Effective lesson planning and design(2) 11 9-15
This document discusses effective lesson planning using backward design. It begins by outlining the key parts of effective lesson design and why objectives are important. It then compares the backward design model, which starts with defining learning objectives and assessments, to the traditional model which focuses on activities before objectives. Finally, it provides an example of applying backward design to a lesson on World War II, identifying desired results and assessments before planning learning experiences.
Exit Checklist
The document provides an exit checklist for classroom teachers with suggestions to implement for students with attentional issues, low self-esteem, or who need general classroom modifications. It includes modifying seating arrangements, providing breaks, and using positive reinforcement to help students with attentional issues. For self-esteem, it recommends focusing on students' strengths and setting learning goals. Suggestions also involve pairing students, simplifying vocabulary, and using alternate materials to aid general classroom modifications.
5 part lesson structure
This document outlines a 5 part lesson structure to develop coherent planning across a school:
1) A starter sets the scene for the lesson in 5 minutes or less.
2) Modelling shows students skills in 10 minutes through questioning.
3) Group work has students practice skills in 15 minutes with teacher support.
4) Independent learning has 20 minutes of individual practice.
5) Review and reflection spends 10-15 minutes linking back to objectives and assessing learning.
The english teacher evaluation guide
The document summarizes the key features and capabilities of an online educational platform called The English Teacher. It allows for the creation of learning objects that can be tracked and grouped into lessons. Students can study lessons and have their progress monitored. The platform also implements spaced repetition to reinforce learning objects over time and improve long-term retention. Teachers are provided data and insights into students' performance to address individual difficulties.
Four point focus reminder
This document outlines a four-point focus for effective classroom management and instruction. It emphasizes that teachers should have clear expectations for students, provide opportunities for student response, and communicate respect. Teachers should also have detailed lesson plans centered around essential questions and be able to explain core concepts simply. When instructing, teachers should model thinking, ask varied levels of questions, give feedback, and use stories to aid memory. Finally, teachers should know learning targets, use formative assessment, involve students in the assessment process, and track each student's progress.
Rti chart
This document outlines three tiers of instructional strategies and activities. Tier 1 involves general classroom strategies for all students, such as direct instruction, hands-on learning, grouping, and feedback. Tier 2 includes more individualized small group interventions like breaking information into smaller steps and providing opportunities for practice. Tier 3 represents highly individualized instruction, often one-on-one, that explicitly teaches learning styles and provides systematic instruction and feedback for students.
How can I improve the class interaction with my students in English? Jc's act...
This document outlines a plan to improve student interaction in an English class of 6th graders aged 11-12. The teacher hypothesizes that students do not ask questions or speak in English due to feeling shy about mistakes. The plan involves administering pre- and post-questionnaires; teaching classroom expressions to increase interaction; and providing opportunities for practice, role playing, and creating a video to apply the new vocabulary. The goal is to develop students' confidence and ability to speak English through meaningful, comprehensible input and plenty of practice.
What's hot (20)
Dyslexic language learners: are we truly catering for their needs?
Dyslexic language learners: are we truly catering for their needs?
Old challenges, New solutions: how to reach all of your sts and make them shine
Old challenges, New solutions: how to reach all of your sts and make them shine
Teacher Training: Lesson Planning Presentation Jan09
Teacher Training: Lesson Planning Presentation Jan09
How can I improve the class interaction with my students in English? Jc's act...
How can I improve the class interaction with my students in English? Jc's act...
Similar to Using Il Ps Effectively In Esol Sessions 220609
Lesson planning and elt
This document discusses lesson planning and provides guidance on developing effective lessons. It outlines the advantages of having a good lesson plan, including inspiring teacher improvement, helping with evaluation, and developing confidence. It then describes the key components of a lesson plan, such as objectives, anticipatory sets, direct instruction, guided and independent practice, materials, assessment, and reflection. The document also discusses principles for designing lessons focused on specific skills, like reading, speaking, vocabulary, grammar, and listening. These include introducing new vocabulary in context, providing opportunities for student speaking practice, and incorporating strategy training. Finally, it addresses learning styles and motivation.
Approaches to Course Design
This document discusses different approaches to course design for English for Specific Purposes (ESP) courses. It describes a language-centered approach, which focuses on analyzing the target language needs but does not fully consider the learner. It then outlines a skills-centered approach that aims to identify the underlying competencies needed rather than just the surface language. Finally, it proposes a learner-centered approach, which sees learning as a negotiation between the learner, society, and environment and involves the learner in all stages of the design process.
Course design
This document outlines the steps in designing an English language teaching course, including analyzing learner needs, establishing goals and objectives, planning the syllabus, designing course units, and evaluating the course. It discusses factors to consider such as learner age and interests, societal relevance, methodology, and class size. When planning lessons, the document recommends specifying goals and objectives, preparing materials, sequencing activities with variety and pacing, accounting for difficulty and individual differences, and balancing teacher and student talk. Guidelines are provided for adapting lessons to curricula, institutional constraints, and evaluating student understanding.
Lesson planningguide
This document provides guidance on lesson planning for foreign language instruction. It discusses why lesson planning is important, noting that lessons shape student learning and impact their attitudes. It also explains that lesson planning allows teachers time to consider goals, objectives, student needs and instructional decisions. The document then outlines common elements of effective lesson planning, including setting purpose, backward design, research-based strategies, assessment, scaffolding and more. It emphasizes applying these elements and student characteristics in the planning process.
How To Plan A Lesson Plan
This document provides guidelines for planning an effective lesson, including:
1. A lesson plan should include goals, objectives, materials, procedures including opening/closing activities and techniques for whole class, groups, and individuals, and evaluation.
2. When planning, consider students' needs, familiarize yourself with the curriculum, determine the topic and goals, and write clear objectives. Include a variety of sequencing techniques and ensure proper timing.
3. Anticipate difficulties and make materials appropriate for students' proficiency levels. Account for individual differences with easy/difficult questions and techniques that encourage participation.
Presentation to Heads of Computing Dec 2009
Summary of key messages from the HMIE Aspect Report on Computing provision in Scotland's Colleges 2009
Presented to Heads of Computing Conference, Glasgow 4th Dec 2009
Criteria for Curriculum Assessment
The document discusses various criteria for curriculum assessment, goals and objectives, instruction, and evaluation. It provides:
1. Criteria are standards used to assess different elements of the curriculum and determine competency levels. Goals and objectives must reflect curriculum domains and student needs.
2. There are two approaches to instruction - supplantive is teacher-directed while generative is student-directed. The appropriate approach depends on student and task factors.
3. Evaluation determines the value or achievement of goals by collecting assessment data and making inferences. Formative evaluation provides ongoing feedback while summative evaluation assesses learning at the end.
Promoting learner autonomy through the curriculum
This document outlines five principles for designing language courses to promote learner autonomy: (1) focusing on learner goals, (2) incorporating understanding of the language learning process, (3) using tasks relevant to learners' needs, (4) expanding learner strategies, and (5) integrating reflection. It describes how two skills-based courses applied these principles through goal-setting, strategy modeling, reflective journaling, and ensuring course content aligned with learners' needs and future language use. Learners developed greater control over their learning as they set goals, selected strategies, and evaluated their progress.
Judy and Susan v2
The document summarizes a presentation given by reading specialists to teachers about professional learning communities (PLCs). It discusses what PLCs are, the roles of reading specialists in a PLC, and struggles and lessons learned. Specifically, it notes that PLCs focus on student learning through collaboration and results. Reading specialists play instructional, assessment, and leadership roles in PLCs. Their roles include collaborating with teachers, assessing students, and leading professional development. Challenges in establishing effective PLCs include developing shared visions and transparent conversations among teachers.
Creating standards for adult learners NYS TESOL annual conf.2013
The document discusses using goal setting to help adult English language learners take control of their learning. It describes two case studies where teachers implemented goal setting activities. In the first case study, teachers had students at a community organization complete questionnaires about their English use and goals. In the second case study, teachers gave an ESP class a weekly questionnaire to set goals and strategies for independent study. The document concludes that having students actively set and track goals can increase autonomy and help them get more from independent study.
Lli power point december 2011
LLI is a small-group intervention program designed to help struggling readers and writers in grades K-6. It provides daily 30-minute supplemental lessons in groups of no more than 3 students. Lessons focus on developing skills in reading, writing, word study, fluency, and comprehension. The program is designed to bring students up to grade level within 18-24 weeks through a structured, fast-paced curriculum with leveled texts, ongoing assessment, and connections to classroom instruction. Teachers receive training and support through materials such as DVDs, manuals, and ongoing professional development.
Ochinang LDM2 Praticum Portfolio
This document contains artifacts from Doongan Ilaya National High School that demonstrate how they address various Professional Standards for Teachers. It includes an Individual Learning Monitoring Plan showing how a student's needs in English are assessed and interventions provided. It also contains sample Lesson Plans addressing topics like planning instruction and using technology. Additional artifacts provide examples of engaging learners, stakeholders, and colleagues to support teaching and learning.
Lesson plan 2nd class
A lesson plan has several essential components:
1. Learning objectives that specify what students will learn and be able to do by the end of the lesson.
2. A warm-up or review activity to introduce the lesson and connect it to prior learning.
3. An introduction that focuses students' attention on the lesson objective and relates it to their lives through specific activities.
4. A presentation that introduces new topics and checks student comprehension.
Elements invest
The document discusses transforming pedagogy and space through investigating and implementing leading educational approaches. It encourages schools to identify strengths and weaknesses, explore best practices, and provide training and professional development for staff. Staff then trial various methodologies, like collaborative teaching and inquiry-based learning, through action research projects to build teaching capacity and support transformed learning.
Exploring CLT Possibilities in a Professional Development Program
1. The document describes a professional development program for in-service English language teachers that was implemented to improve their classroom performance.
2. The program consisted of 7 workshop sessions over 7 weeks that combined theory and practice through activities like lesson planning, observations, and reflections.
3. Data collected from observations and interviews with participants found that the program helped increase teachers' awareness of methodologies, student motivation, and their own teaching practices, leading to improved classroom performance.
Taller planning 09 primaria
The document provides guidance for English language teachers on lesson planning. It discusses key concepts in lesson planning such as objectives, materials, activities and assessment. It provides examples of different parts of a lesson including warm-up, presentation, practice and production. It also outlines principles for planning such as variety, flexibility and considering the needs of students, school and community. Guidelines are given for developing clear instructions and checking student comprehension.
Knowledge and curriculum unit 7
The document discusses principles and models of curriculum development. It describes the need for curriculum development due to changing educational goals and societal needs. Two prominent models are explained - Tyler's 4-step model involving determining objectives, experiences, organization, and evaluation, and Taba's 7-step model starting with identifying needs and ending with evaluation. The document also outlines principles of curriculum development, types of curricula including subject-centered and student-centered, and the stages of the curriculum development process.
L & T 2
The document discusses planning for effective learning and teaching in schools. It covers several key areas of the planning process including:
1) The importance of planning learning objectives and outcomes that are focused and can be assessed.
2) Different levels of planning from long-term curriculum plans down to individual lesson plans.
3) Factors that influence how students learn best such as their preferred learning styles and structuring the learning process.
4) Components of effective lesson planning including objectives, activities for different learning needs, and assessment of learning.
MAED CUR.DEV.-REPORT-1 - Copy.pptx
The document discusses different types of curriculum used in schools. It outlines two main categories of curriculum: formal curriculum which consists of official subjects and courses, and hidden curriculum which refers to unintended lessons learned through school environment and activities. There are two general types of curriculum - traditional and progressive. Traditional is teacher-centered while progressive is learner-centered. The document also discusses various curriculum design models and subtypes such as problem-centered, life-situations, core, and broad-field curriculums.
Instructional Design.pptx
The document discusses instructional design and different instructional design models. It defines instructional design as a systematic process involving teachers, learners, materials, and the learning environment to achieve learning goals. Two common instructional design models are presented - the ADDIE model and Gagne's Nine Events of Instruction. The ADDIE model involves five phases: analysis, design, development, implementation, and evaluation. Gagne's Nine Events include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the content, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer.
Similar to Using Il Ps Effectively In Esol Sessions 220609 (20)
Creating standards for adult learners NYS TESOL annual conf.2013
Creating standards for adult learners NYS TESOL annual conf.2013
Exploring CLT Possibilities in a Professional Development Program
Exploring CLT Possibilities in a Professional Development Program
Recently uploaded
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Recently uploaded (20)
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Using Il Ps Effectively In Esol Sessions 220609
- 1. Managing Personalised Learning in ESOL Sessions Mary Weir Chris Hooper
- 5. Learning Journey ILP ILP ILP ILP ILP